Lesson Plan & Implementation:

Level 2 Video Reflection and Analysis

College of Education

Reflection is a critical process for supporting your growth and development as a

professional. At the end of each lesson, you should watch the video of your lesson to reflect
on the experience and analyze its effectiveness. You will need to watch your video,
complete this analysis and upload this form to Canvas prior to your post-observation
conference.

While watching your video, use the chart to collect times in your video that represent
celebrations, struggles or questions that arise for you. In the final column write a claim that
you can make about teaching and a FEAP that you may have demonstrated in this moment.
Complete 7-10 rows. You may add additional rows as needed: 
Time Data/evidence from video reflection Claim about teaching and FEAP
(What happened? What did you see in your demonstrated
video?)
Example - 3:30 I used a quiet signal when students started Using a nonverbal intervention
talking while I was reading in order to regain to gain student attention
their attention allows the teacher to gain
attention without interrupting
the learning/FEAP 2a
0:30 I explained to the group that I wanted them to The instruction was related to
read the passage and then as a group explain to their grade standard that was
me what happened in the text with specific being taught in the class FEAP
references. 1a and FEAP 3g
2:30 I had the students turn and talk with their
partner briefly to speak about a part of the text
that they really enjoyed and why. My main
function for this was to see if they would refer
back to the text.
3:40 I praised the group for using the skills that they
have learned like using their finger to follow
the reading and for looking back in the text to
give specific evidence of their reading.
4:37 The students were very well versed in using FEAP 3h because this was
context clues and text features, so I made a based on creating higher level
reference to the illustrations to determine if thinking and stimulating
they could describe the scene and connect it to metacognition.
a part of the passage.
7:03 Using the comprehension questions as my
guide, I proceeded to ask them probing
questions but I realized later that none of my
questions were open ended so I did not give
them the space and room mentally to explore
their thinking. Something to look into and
trying to improve on
Questions to include in your reflection:
1. What are the two most impactful lessons you have learned about your teaching practices as
a result of this lesson? Although the students may not realize how much they have learned
from prior lessons, small groups give them the ability to practice it on a scale that they can
be made aware of how well they are doing and this also can inform the teacher on things
that may need to be worked on.
2. What aspects of your lesson were implemented differently than you planned? Why did that
happen? The students did really well with the retelling and using text features. It was not
surprisiong to me I just assumed that I would have to do more teaching than I actually did.

3. If you were going to teach this lesson to the same group of students, what would you do
differently? Why? What would you do the same? Why? Improving my open-ended
questioning skills so that I can help them build their metacognition and higher-level
thinking would be the only real difference. They made the lesson easy this time because
they were in tune with what the required outcome was.

4. What connections can you make to your lesson today from your coursework, the literature,
and any previous lessons or experiences? I am connecting small group work and the Zone of
Proximal Development concept. Guiding the students to the next level and working within
the zone that they are currently in is a real thing that I can see weekly.